This 1992 yearbook presents the following 26 articles: "Tensions between Numbers and Knowing: A Study of Changes in Assessment during Implementation of Literature-Based Reading Instruction" (P. L. Scharer); "Story Reading in Daycare: A Help or a Hindrance?" (F. K. Hurley); "Preservice Teachers' Reminiscences of Positive and Negative Reading Experiences: A Qualitative Study" (B. Moss); "Preparing Preservice Teachers for Remedial Instruction: Teaching Problem Solving and Use of Content and Pedagogical Knowledge" (V. J. Risko and others); "Rethinking the College-Based Reading Clinic: Past Traditions and New Alternatives" (J. Cassidy and M. L. Hanes); "Researching One's Own Teaching in a Reading Education Course" (L. Christensen and B. J. Walker); "Improving Teacher Questioning: A Study of a Training Program" (C. S. Johnson and A. D. Evans); "The Belief Systems and Instructional Choices of Preservice Teachers" (R. B. Lonberger); "Changes in Primary Teachers' Instructional Practices After Year 1 of a Collaborative Whole Language Project" (C. D. Kraus); "Grouping for Reading Instruction in the Multicultural Classroom: Dilemmas and Solutions" (E. G. Sturtevant); "Story and Song: Integrating Music into the Literature Curriculum" (K. A. Koebler); "The Reader as a Sleuth: Engagement by Intrusion" (M. C. Alvarez); "Overcoming Environmental Obstacles to Reading: A Comparative Analysis" (S. M. KaiKai and R. E. KaiKai); "Student, Teacher, and Expert Differences in Identifying Important Content Area Vocabulary" (D. L. Mealey and others); "Preparing Literacy Teachers: Elements of an Effective Training Model" (G. Y. Turner); "A Nonacademic Adult Writer's Workshop" (J. Phillips); "Undereducated Adults: Retrospections of Childhood Homes and Reports of Present Practice" (B. J. Fox and M. D. Siedow); "Directed and Spontaneous Transfer of Textmarking: A Case Study" (D. L. Mealy and D. W. Frazier); "Person, Process, Product: Goals of an Integrated Reading/Writing Curriculum for Underprepared College Freshmen" (J. K. Stadulis and D. G. Shearer); "Fostering Metacognitive Growth in College Literature Classrooms" (E. V. Newton); "Writing in Response to Reading: Strategies to Foster Comprehension" (A. R. Friedman); "Children's Emergent Reading Behaviors across Different Kinds of Text and the Relation to Writing Systems" (J. E. Barnhart); "Portfolio Assessment: Interpretations and Implications for Classroom Teachers and Reading Teachers" (R. P. Harlin and others); "Taking Responsibility for Taking Tests" (J. S. Richardson); "Scotopic Sensitivity Syndrome and Its Treatment by Colored Overlays and Lens Filters: An Update" (W. A. Henk); and "Questioning the Verbal Superiority of Girls: Gender Differences Revisited" (M. M. Brittain and C. V. Brittain). (RS)